This article presents a case study of a dual-language learner (DLL) preschooler in three classroom conversations: whole group, small DLL group, and a teacher–child dyadic conversation. By comparing the student's interactions across three contexts, the authors show how dyadic conversations between teachers and students can foster the oral language skills necessary for positive future literacy outcomes. In whole group, the DLL student was not actively engaged. He did not sing along with the class or take part in the ongoing conservations. The smaller DLL group lesson allowed the teacher to personalize the lesson and encourage the use of his home language. However, the dyadic conversation allowed for the greatest use of Spanish and codeswitching and was the setting where the student was seen to be most at ease. Dyadic conversations can help DLL students feel comfortable using English and their home language and should be encouraged in preschool classrooms. (author abstract)